From Sophistication to the Everyday Drink – The Changes to Wine Culture in America A Thematic Unit Lesson Plan Ron Reynolds, Ellen Glunt, Samantha Mowery Content Area Coverage: History, Math, Health, Agriculture, Geography, Culture (with commercials), and Environment Grade Level: 9 – 12 Time Required: 1 – 5 classes PA Standards: Reading and Writing, - 1.1.11A; 1.4.11.B; 1.5.11.B Math - 2.6.8.G; 2.6.11.B Environment - 4.2.10.B; 4.4.12.C Geography - 7.3.12.D; 7.4.12.A History - 8.1.12.C Health - 10.1.12.D
Essential Question: How do changes in economics, geography, technology, culture and marketing impact industry? Learning Objectives: Students will write informative/explanatory texts to introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Students will integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Student will write informative/explanatory tests to develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Using real world examples, students will determine the validity of sampling methods by researching studies published in local or national newspapers. Using appropriate technology, students will organize and analyze data taken from local industries to form conclusions about how different characteristics shape that industry. Students will evaluate factors affecting availability of natural resources by describing natural occurrences that may affect the natural resources. Students will analyze the costs and benefits associated with agriculture practices and how they affect economic and human needs. Students will understand the impact of geographical characteristics by learning
How human activity shapes places and regions by their economic characteristics.
Forces that are reshaping business.
Students will evaluate issues relating to use/non-use of drugs including social impact, impact on the individual and impact on the community. Using various industries as examples, students will evaluate historical interpretation of events to find connections between causes and results.
Materials: Articles on the history and growth of the wine culture in America Wine ads from early – mid 1900s Recent wine commercials Statistics and maps from online sources about the production and consumption of wine
Instructional Activities:
Students will read articles and view images on the early history of wine production, consumption, and advertising then discuss how they believe past advertising techniques compare with current advertising.
Assessment: After reading the suggested articles, watching the videos and discussing the questions presented during the lesson, the each student will select his or her own topic and conduct his or her own research to answer the question. How has changes in economics, geography, technology, culture and marketing impacted the industry? The project should include…
A research paper that answer the question above.
A short presentation (with use of a visual aid) of the research
Statistics and graphics to emphasize the research
*NOTE* While this lesson would most likely be used in a history or civics classroom it could be modified slightly to be used as a school-wide cross curricular project in multiple content areas.
From Sophistication to the Everyday Drink – The Changes to Wine Culture in America
A Thematic Unit Lesson Plan
Ron Reynolds, Ellen Glunt, Samantha Mowery
Content Area Coverage: History, Math, Health, Agriculture, Geography,
Culture (with commercials), and Environment
Grade Level: 9 – 12
Time Required: 1 – 5 classes
PA Standards: Reading and Writing, - 1.1.11A; 1.4.11.B; 1.5.11.B
Math - 2.6.8.G; 2.6.11.B
Environment - 4.2.10.B; 4.4.12.C
Geography - 7.3.12.D; 7.4.12.A
History - 8.1.12.C
Health - 10.1.12.D
Essential Question: How do changes in economics, geography, technology, culture and marketing impact industry?
Learning Objectives:
Students will write informative/explanatory texts to introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Students will integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Student will write informative/explanatory tests to develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Using real world examples, students will determine the validity of sampling methods by researching studies published in local or national newspapers.
Using appropriate technology, students will organize and analyze data taken from local industries to form conclusions about how different characteristics shape that industry.
Students will evaluate factors affecting availability of natural resources by describing natural occurrences that may affect the natural resources.
Students will analyze the costs and benefits associated with agriculture practices and how they affect economic and human needs.
Students will understand the impact of geographical characteristics by learning
- How human activity shapes places and regions by their economic characteristics.
- Forces that are reshaping business.
Students will evaluate issues relating to use/non-use of drugs including social impact, impact on the individual and impact on the community.Using various industries as examples, students will evaluate historical interpretation of events to find connections between causes and results.
Materials:
Articles on the history and growth of the wine culture in America
Wine ads from early – mid 1900s
Recent wine commercials
Statistics and maps from online sources about the production and consumption of wine
Instructional Activities:
- Students will read articles and view images on the early history of wine production, consumption, and advertising then discuss how they believe past advertising techniques compare with current advertising.
Basic History: http://www.basic-wine-knowledge.com/history-of-wine.html(online article about the history of wine)
Timeline: http://eater.com/archives/2011/01/03/vintage-america-a-brief-history-of-wine-in-america.php
(timeline of wine history in America)
Past Marketing: http://rmc.library.cornell.edu/ewga/exhibition/cocktail/index.html
(old ads marketing wine for sophistication)
- Who is the new wine consumer?
- What are the health benefits/risks of wine consumption?
- Where is wine being produced?
- Why has wine become so popular?
- How is it being marketed now?
Who is drinking wine? (articles with statistics and charts about today’s wine consumers)http://www.luxist.com/2011/01/25/whos-drinking-wine-a-look-at-the-wine/
http://www.melgabinternational.com/blog/lorenzo/2008-03-25/many_wine_consumers_overwhelmed
http://theblendblog.com/wordpress/?p=3672
What are the benefits/risks? (recent articles and videos about the benefits and risks of consuming wine)
http://westwood-washington.patch.com/articles/is-drinking-wine-healthful-or-harmful
http://www.naturalnews.com/022739.html
http://www.mayoclinic.com/health/red-wine/HB00089
http://www.youtube.com/watch?v=GpZafJFzqbE
Where are the grapes growing? (maps and articles about the grape growing regions and the environmental effects on those regions)
http://image.guardian.co.uk/sys-files/Guardian/documents/2008/09/05/Whereintheworld.pdf
http://www.savvywino.com/guide_wine-us_wine_producing_regions.aspx
http://news.stanford.edu/news/2011/june/wines-global-warming-063011.html
Why are people drinking it? (articles on the reasons for the growth in wine consumption)
http://www.health.com/health/article/0,,20410287,00.html
http://www.telegraph.co.uk/health/healthnews/8673384/People-drink-to-counter-that-glass-half-empty-feeling.html
How is it being marketed? (commercials and ads on the new marketing techniques of wine makers)
http://www.youtube.com/watch?v=1R3EnZdhYok
(2011 TV commercial for Paso Robles Zinfandel)
http://www.youtube.com/watch?v=q5nNv29ne3g
(1986 TV commercial for Gallo Wines)
http://www.winecurmudgeon.com/my_weblog/2011/10/how-wine-commercials-on-tv-have-changed-or-not.html
(Article arguing that wine advertising has not changed)
Assessment:
After reading the suggested articles, watching the videos and discussing the questions presented during the lesson, the each student will select his or her own topic and conduct his or her own research to answer the question.
How has changes in economics, geography, technology, culture and marketing impacted the industry?
The project should include…
*NOTE* While this lesson would most likely be used in a history or civics classroom it could be modified slightly to be used as a school-wide cross curricular project in multiple content areas.